You are on page 1of 4

Student Teacher: Sarah Forth

Lesson Date: November 22nd, 2016

Grade Level: Third

Name of Lesson: Entertaining beginnings

Common Core State Standard(s)

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
Note: Explain below SLO if there are students who will require an accommodation or
modification to meet this lessons objective.
Students will be able to identify an entertaining beginning for their narrative and apply it in their
own writing.
Rationale for Objective: How does this lesson support previous and subsequent learning?
The previous unit, the students briefly went over ways to hook the reader. Also, the lesson that
took place a day before this one covered ways to start their stories by getting right to the action.
This will support subsequent learning because for future writing units the students will know that
hooking the reader is important and a key part especially for narratives for all writers to include.
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
The assessment for this lesson will be the students proof in their writing of incorporating the
mini lesson of identifying/creating an entertaining beginning. If it is clear that they wrote the
beginning of their story with one of the entertaining beginnings covered in the lesson (sound,
action, dialogue, question, or thoughts/feelings), it will be clear data as to whether they reached
the SLO.
For this assessment, a few students will need scribes. The student teacher and cooperating
teacher will be scribes for these students.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
Students will start off the mini lesson on the carpet and periodically turn and talk with their
partner next to them. They are expected to follow the usual expectations for the mini lesson and
will be reminded that their transition from the carpet to independent work is expected to be
silent. Students are aware of any consequences or rewards for their behavior whether it be the
clip chart or eagle tickets.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:
Discussion model and direct instruction is involved in the lesson. The students are prompted and
guided however they still are expected to move the lesson along through the discussion in their
turn and talks. The direct instruction will work best for the Kahoot quiz, the students are read the
beginning and told to answer the question. This will show their ability to recognize and identify
entertaining beginnings since it has been a practiced topic in the past.

Materials/Resources needed for this lesson

Writing journals

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
The formative assessment will be the kahoot that is created. The students will answer questions
about the types of entertaining beginnings used, and whether or not the writer used an
entertaining beginning by responding to the kahoots questions. The student teacher will be able
to see how well the students are able to identify entertaining beginnings. This will also help her
see who may need a little extra support.
Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:

During the peardeck the student teacher will read aloud the passages to support lower level
readers and anyone who may not be able to see the SMARTboard from their seat so well.
The student teacher and cooperating teacher will also be scribes for the students as they continue
to work on their adventure narratives.

Cite how you will engage and motivate learners, activate prior learning and present the lessons
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
C) Why it is important to their everyday lives.
Think back to our personal narratives, what entertaining beginning did you use? Remember
our acronym to remind us of our entertaining beginnings SADQT which stood for what?
(students will say it along together S= sound, A=action, D=dialogue, Q=question,
T=thoughts/feelings) Great! Well today, we are going to make sure we have one of these in our
own writing. Before we transition to our own however, I would like to put our expertise to the

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.

Students will begin on the carpet for a refresher about entertaining beginnings. They will
engage in discussions about past entertaining beginnings they have used in their writing.
They will then transition to their desks and open their Chromebooks and get to
The student teacher will pull up the code for the students to type in on the SMARTboard
The students will type in their pin and get to the Peardeck
Once all of the students have logged in and are ready to play the student teacher will
begin the interactive quiz
There will be beginnings of stories that come up on the smartboard that the student
teacher will read aloud.
The students job is to then pick the correct answer.
If at any point it is clear that a little review is necessary, the student teacher will explain
to the students why the answer is what it is.
Once the quiz has finished, the students will be instructed to work on their story and
double checking their beginnings to make sure that already have or how they can add
SADQT to their beginning.
The student teacher will go around as the students work and check in to see their


How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
Thank you boys and girls for continuing to work so hard on your adventure narratives! Take this
time to share with you partner your story so far. As your partner reads to you, pay close
attention to their beginnings. Do they use a SADQT? Which one? Is there one that would hook
the reader/listener even better? Let your partner know what they did well and if there is
something that could make their story even better!